CONSTANTIN CUCOS PEDAGOGIE 2006 PDF

Faukora In thisperiod of time, they strive to obtain good results in school, as to please their parents and not lose the approval they wish for. The swinging between those two faces is a source of happiness. The subjects mentioned as part of the experimental group are those for which the filled in questionnaires were considered valid. The rigorous program, the bureaucratic administration of schools, subjectivity in assessment, descriptive learning programs, the discrepancy between school and social environment are just few elements that does not encourage trusting educational institutions. In conclusion, two opposite situations coexists. The responsible educational institutions offer few attractions to motivate young.

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Kajigor It is not just the privilege of a specific class. A reason is a psychical structure that initiates, orientates and adjusts actions towards a more or less explicit purpose. Because teachers are considered somehow replacing parents, the attitude towards them is similar.

Starting with the age of 14, statistics change; most of the students learn out of coonstantin, for fear of sanctions from school or parents and others come to school, try to learn, but without any special interest. Starting from the fact that success in school learning is not only the result of abilitites and skills and that not always students with high intellectual capacity remark themselves in school performance, we intended to investigate the dynamics of reasons for learning at different ages.

At home, parents focus on economical problems while the TV presents asocial and immoral facts, shows focus on appearance. The third component of school motivation is founded on the need to affiliate and is not oriented towards the educational task, neither towards the stron affirmation of the ego, but to results securing the student with the approval from a person or a group he identifies with, in the sense of dependence.

School programs propose knowledge events, characters, attitudes that took place in the past. Being motivated for school learning expresses, on a behavioural level, a dynamic, mobilising state, directed towards reaching certain goals, which is defined by statements like interested in …will to learn …impulse towards ….

It is like a public game where identity is lost or its borders became fragile melting in a collective identity that stops when show stops. For confirming this hypothesis, we used the t test for independent samples and obtained the following results:. In the absence of this desire, school grades decrease rapidly. Postmodernism is characterized through loosing bench-marks. Without authority everything is allowed because events become contextual.

The main objective of our research was to identify and validate some criteria, quality standards and psycho-pedagogic profiles that could be used as reference instruments within the in-service teacher training. Professional reasons 3 are centered around the aspirations of the students towards professional accomplishment: In an educated and educable world, deconstruction can not be considered a week point.

In conclusion, two opposite situations coexists. The exageration of this reason mat lead to negative feelings of competition, ostility towards colleagues and even teachers and has negative consequences in the relationships. Conclusions The role of motivation in school learning is extremely complex. Researches believe the hard core in education belongs to the formal education. The subjects mentioned as part of the experimental group are those for which the filled in questionnaires were considered valid.

The reasons for which a student makes cognitive efforts to acquire new knowledge are the result of more conjugated factors, starting from his capacity to learn to the general mobilisation towards this activity. This later situation is not directly determined by the own yield, but by his permanent acceptance by persons or the group he identifies with, obtaining and keeping their approval, respecting their norms and hopes, inlcuding those related to learning.

If achieved, learning is with hard efforts and tiresome. As to achieve a ranking of the reasons for learning in students constanin have achieved — according to different levels of chcos — two categories of tests: The difficulty in building a new school is based on the fear of adventure.

Identifying the factors that trigger the activity of learning, that sustain it a long period of time in spite of obstacles more or less difficult to surpass, that orientate it towards certain goals, that allow it to last even if the goals are not immediately reached or that stop it at a given time, presumes ranking the reasons for learning from qualitative and quantitative criteria.

Postmodern education can pedagogei exclude a conflict among formal and informal education. As to the general value of the perceptions on the mentoring activity, the first table Group Statistics offers the descriptive statistics of the two groups; thus, a mean M of We suppose there is a relation between the in situ approach of the problematic related to the learning of professional behaviors of the didactic profession and the perceptions cucso the main actors involved in this process mentors and practicing students.

The Conceptual Approach of Learning Motivation The pedaggogie informational dynamics, expressed by the rapid growth of its volume in all fields of activity, as well as their rapid wear out, the new life rhythm, soliciting man in a more intense measure from social, cultural and professional points of view, the strain imposed by various mass media — press, radio, TV, internet — determine obvious changes in the atitude towards learning generally speaking and mostly towards school learning.

The pleasure to learn, the curiosity offered by various school subjects, the ineterst for knowledged gained by learning rank in the last places of the reasons for learning. There was a problem providing the content you requested Democracy invocation leads to abandoning certitude and allowing incertitude.

The reasons included in the category of school success-failure 5 are grouped around the will to success or to avoid failure. Today their identities embed. A superior form of the motivation for school learning is the intrinsic motivation 1consisting of those reasons that do not depend on a reward coming from outside the learning activity the student learns because learning brings him satisfaction by itself, and the purpose of learning in intrinsic to it, not out of it.

The 34 items relevant for the performed study were associated to a Likert-type five step scale, where the 1 st position expresses total agreement and the 5 th position expresses total disagreement. The questionnaire for identifying the perceptions of mentoring teachers on the competences relevant for the professional profile of the pedagogical practice mentor includes 42 items, of which 40 suppose pre-coded answers and 2 items request certain identification elements from the subjects included in the experimental group.

It is important to design a global, integrative education and to monitor the educational influence outside the school because what school builds can be destroyed by informal factors. School prepares students for an ideal social environment different from the one students find outside school.

Ausubel Learning in School considers that in the structure of school motivation we may identify three basic components 3.

The commercials infiltrate artistic manifestations with sensorial experience. He or she learns to be. Annales universitatis apulensis I am with my colleagues, to get marks, to have a diploma, to pfdagogie and read etc. The questionnaire for identifying the perceptions of practicing students on a group of competences relevant for the professional profile of the mentoring teacher has 36 items, of which 34 suppose pre-coded answers and 2 items request certain identification elements from the subjects included in the experimental group.

The intrinsic motivated learning is manifested by a special interest shown towards school learning, prolonging even during his spare time lecture, solving problems etc. The current informational dynamics, expressed by the rapid growth of its volume in all fields of activity, as well as their rapid wear out, the new life rhythm, soliciting man in a more intense measure from social, cultural and professional points of view, the strain imposed by various mass media — press, radio, TV, internet — determine obvious changes in the atitude towards learning generally speaking and mostly towards school learning.

The success or failure recorded in different phases of learning may mobilise or de-mobilise a student along fulfilling a certain task. The student succeeding in not so easy a task feels satisfied by his work, by the effort that he made to learn; the feeling of success may compensate a condtantin failure or may contribute to even removing the inferiority feeling; self-trust will grow, and the interest towards learning in vonstantin given field will increase.

Generally speaking, the wish to affiliate is stronger in childhood, when children insistently look for it and benefit from a situation based on identifying with their parents, which is a state of dependence on and acceptance. Counseling competences of mentoring teachers refer to: The lack of value authority leads to the ontological transformation of the objective and subjective world into a huge site for survival. The fight for survival has two faces. A coherent educational project can not be implemented without taken into consideration influences from other institutions.

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Mikahn The two questionnaires were applied in a crossed manner on the two groups of subjects practicing students and mentoring teachers being focused on the four categories of competences already announced through the mentioned hypotheses 1: The motivation for learning is made of all the reasons that, in their capacity of internal conditions of the personality, determine, orientate, organise and augment the intensity of the learning efforts. Internet is an alternative educational resource. Postmodernism is characterized through loosing bench-marks. I am with my colleagues, to get marks, to have a pedayogie, to write and read etc. In thisperiod of time, they strive to obtain good results in school, as to please their parents and not lose the approval they wish for. There was a problem providing the content you requested In the absence of this desire, school grades decrease rapidly.

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CONSTANTIN CUCOS PEDAGOGIE 2006 PDF

JoJonos Further to the application of the questionnaires presented under Used instruments chapter, a series of data was obtained, which were processed through the SPSS software, version 10 for Windows. The 40 items relevant for the performed study were also associated to a Likert-type five step scale where the 1 st position expresses total agreement and the 5 th position expresses total disagreement. The responses analysis and interpretation has been made taking into consideration the following types of motivation for learning: The educational philosophy remain a theory while learning experiences are organized based on critical thinking model, educational alternatives, and constructivist options. Counseling competences of mentoring teachers refer to: The exageration of pedagobie reason mat lead to negative feelings of competition, ostility towards colleagues and even teachers and has negative consequences in the relationships.

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